English Language Arts First Grade Curriculum Map …5 Curriculum Map – 2011 – 2012 – Grade 1 #...

English Language Arts

First Grade

Curriculum Map

2011-2012

2 Curriculum Map – 2011 – 2012 – Grade 1

Word StudyPhonicsSpellingHigh Frequency WordsWord Parts

Writing WorkshopModeled WritingGrammarGuided WritingIndependent Writing

Reading WorkshopInteractive Read AloudShared ReadingGuided ReadingIndependent Reading


Year at a Glance – ELA Elementary Comprehensive Curriculum - LPSS

2011-2012 Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

Unit 3 - Rhythm and

Rhyme Time

08/15–09/15

Unit 1 – A World of Books

08/15 – 09/30

Unit 1 – Let’s Read

8/15 – 10/7

Unit 1 – Let’s Read

08/15-09/09

Assess 2 Know 09/15/11

Unit 1 – Read All About It

08/15-09/09


Unit 1 – Folktales: Tall

Tales and Legends

08/15-09/30


Unit 5 - A Look into

Books

09/19 – 10/21

Unit 2 – Put on Your

Thinking Cap

10/03-10/28

Unit 3 – The Writing Process

10/10 – 11/10

Unit 3 – Write on Target

09/12 – 10/21


Unit 2 – The Writing

Process

9/12-10/21


Unit 2 – Informational

Articles/Reports

10/03 – 11/10


Unit 1 – Learning About

Me

10/24-11/18

Unit 3 – Let’s Read – Fairy

Tales and Fables

10/31 – 12/20

Unit 6 – Reading and Writing

Nonfiction

11/14-12/20

Unit 6 – Reading and Writing

Nonfiction in Texts

10/24-11/18


Unit 6 – Reading and

Writing Nonfiction

10/24 – 11/18


Unit 3 – Biography and

Autobiography

11/14-01/12


Unit 6 – The Author’s

Chair

11/28-01/06

Unit 4 – Research Methods

01/04 –02/03

Unit 4 – Information Quest

01/04-02/03

Unit 4 – Resource Roundup

11/28-01/06


Unit 4 – Research

11/28 – 01/06


Unit 4 – Short Stories –

Adventures

01/17-03/02


Unit 2 – Exploring Written

Languages

01/09-02/03

Unit 6-Discovering is

Exciting-Reading/Writing

Nonfiction

02/06–03/08

Unit 2 – Use Your Thinking

Cap

02/06-03/23

Unit 2 – Thinking Critically

01/09-02/03


Unit 3 - Critical Thinking

01/09 – 02/03


Unit 5 – Poetry

03/05-04/04

Unit 4 – The Wonder of

Words – Poetry

02/06-03/08

Unit 7 – How to Learn About

People-

Autobiographies/Biographies

03/12 – 04/13

Unit 7 – People-


03/26-04/20

Unit 7 – Who’s Who-


02/06 –03/02


Unit 7 – Autobiographies

and Biographies

02/06 – 03/08


Unit 6 – Novels

04/23 –05/24

Unit 7 – Multicultural

Literature

03/12-04/13

Unit 5 – Poetry: Fun with

Words

04/16 –0 5/24

Unit 5 – Poetry Is Art in

Words

04/23-05/24

Unit 5 – “Use Your Senses..”

Through Poetry

03/05 – 04/04

Unit 5 – Poetry

03/12 – 04/04

Unit 8 – Listen, Speak,

Write

4/16– 5/24

Unit 8 – Author Study

4/23-5/24

Unit 8 –Recommended By

- Author Study

4/23 – 5/24


Reading/Writing Assessment Schedule (2011-2012) Reading Assessment Requirements

Kindergarten - Fifth Grade

*** Use Benchmark Assessment Protocol established by district

Writing Portfolio Requirements

Kindergarten – Fifth Grade

NOTE: Rubrics can be found in the Louisiana Comprehensive Curriculum blackline masters. Third, fourth, and fifth grade teachers can use the iLEAP/LEAP rubrics.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Beginning of Year DIBELS Next

DIBELS Next

DRA-

Instructional Level

SFA - Roots

DIBELS Next

DRA-

Instructional Level

SFA – McGraw-Hill

DIBELS Next

Rigby READS

Form A

SFA – 4Sight

DIBELS Next

Rigby READS

Form A

SFA – 4Sight

DIBELS Next/AIMSweb

Rigby READS

Form A

SFA – 4Ssight

1st Quarter

12 Weeks (K)

Rigby Reading

Pre-Screener/

Screener

SFA - Roots

Benchmark

Level C***

SFA - Roots

Benchmark

Level I***

SFA – McGraw-Hill

Instructional Level

(Benchmark if necessary)

SFA – 4Sight

Instructional Level


SFA – 4Sight

Instructional Level


SFA – 4Sight

2nd Quarter DIBELS Next

DIBELS Next

Benchmark

Level E***

SFA - Roots

DIBELS Next

Benchmark

Level J***

SFA – McGraw-Hill

DIBELS Next

Rigby READS

Form B

SFA – 4-Sight

DIBELS Next

Rigby READS

Form B

SFA – 4Sight

DIBELS Next/AIMSweb

Rigby READS

Form B

SFA – 4Sight

3rd Quarter

24 Weeks (K)

Benchmark

Level B***

Benchmark

Level G***

SFA - Roots

Benchmark

Level K***

SFA – McGraw-Hill

Instructional Level


SFA – 4Sight

Instructional Level


SFA - 4Sight

Instructional Level


SFA – 4Sight

End of Year DIBELS Next

DRA –

Instructional Level

SFA – Roots

DIBELS Next

Instructional Level

SFA - Roots

DIBELS Next

Instructional Level

SFA – McGraw-Hill

DIBELS Next

Instructional Level

SFA – 4Sight

DIBELS Next

Instructional Level

SFA – 4Sight

DIBELS Next/AIMSweb

Instructional Level

SFA 4Sight

Beginning of Year Choose one writing sample during the first two weeks of school for each student. Use a rubric to rate each student’s writing.

1st Quarter

12 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

2nd Quarter Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

3rd Quarter

24 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

End of Year Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.


# Prioritized Grade Level Expectations E- Essential I-Important C-Condensed E, I,

C

LCC

Units

Notes

1 Demonstrate understanding of phonemic awareness by: E

a. creating and stating a series of rhyming words, including consonant blends

b. distinguishing which words have the same target sounds (i.e., beginning,

medial, and final) in a given set of spoken words

c. distinguishing long- and short-vowel sounds related to the same letter in

one-syllable spoken words (e.g., the a is short in ran and long in make)

d. segmenting single-syllable real and nonsense words with as many as five sounds

(phonemes) into separate sounds (phonemes) and blending as many as five

sounds (phonemes) into single-syllable real or nonsense words, without looking

at the word or letters in print

e. adding, deleting, or substituting sounds (phonemes) to create new words

(ELA-1-E1)

2 Demonstrate understanding of phonics by: E

a. decoding simple words using word-attack strategies including letter-sound

correspondence for consonants spelled with one letter and with digraphs, short

and long vowels spelled with one letter, diphthongs, consonant blends,

r-controlled vowels, and long vowels spelled with more than one letter,

including silent e

b. reading one- and two-syllable words with short- and long-vowel sounds spelled

with common spelling patterns 5

c. identifying and reading words from common word families 5

d. recognizing base words and their inflectional forms (e.g., suffixes, -s, -es, -ed,

-ing, -est, -er) 3

e. reading high-frequency, grade-appropriate nonphonetic words with

automaticity) (ELA-1-E1) 5

3 Use pictures and context clues to confirm meaning of unfamiliar words (ELA-1-E1) E All

4 Identify grade-appropriate compound words in print (ELA-1-E1) I 3

5 Identify grade-appropriate contractions (e.g., isn't, can't, don't) (ELA-1-E1) I 5

6 Identify words in categories with shared conceptual or definitional characteristics (ELA-1-E1) I 5

7 Give more than one definition for grade-appropriate words that have more than one meaning

(ELA-1-E2)

I 2

8 Identify the author and the illustrator of a book (ELA-1-E2) I 3,6,8

9 Identify that the first sentence of a paragraph is indented (ELA-1-E2) C 6

10 Identify table of contents in a book (ELA-1-E3) C 2

11 Demonstrate ability to read and follow two-step written directions (ELA-1-E3) I 7

12 Identify story elements, including: E

a. speaker or narrator 1,2,3


b. setting 1,2,3,7

c. characters 1,2,3,7

d. plot 1,2,3,7

e. problems and solutions (ELA-1-E4) 1,2,3,7

13

Identify literary devices, including dialogue (ELA-1-E4)

E

1

14 Retell a story’s beginning, middle, and end (ELA-1-E5) E 1,2,7

15 Retell important facts from informational text (ELA-1-E5) E 5,6,7

16 Compare the similarities/differences between events in a story and events in life (ELA-1-E6) E All

17 Identify themes in texts and relate themes to personal prior experience or experience of others

(ELA-1-E6)

C All

18 Demonstrate oral reading fluency of at least 40 words per minute in first-grade text with

appropriate phrasing and intonation (ELA-1-E7)

E All

19 Identify and state/tell cultural differences found in literature read aloud (ELA-6-E1) I 1,2,5,7

20 Explain the difference between a fable and a fairy tale (ELA-6-E2) C 1,3

21 Distinguish between a poem, a fable, and a fairy tale (ELA-6-E3) C 1,3,5

22 Demonstrate understanding of information in texts using a variety of strategies, including: E

a. identifying the main idea and some details in a text 1,2,5,6,7

b. after finishing a story, discuss predictions made during reading to determine

whether they were reasonable All

c. making simple inferences about characters and events 1,2,3,5,6,7

d. resolving questions about meaning by using prior knowledge, basic reasoning

skills, context clues, and pictures during read-alouds (ELA-7-E1) All

23 Identify alternative solutions and consequences to a problem in texts (ELA-7-E2) C 1,2,3

24 Identify an author’s purpose for writing (e.g., to entertain, to inform, to describe) (ELA-7-E3) C 2,3,6

25 Apply basic reasoning skills, including: E

a. identifying simple causes and effects in stories 2,3,5,6,7

b. telling differences between reality and fantasy in texts 1,3

c. formulating questions beginning with who, what, when, where, and why about

texts read independently (ELA-7-E4) 1,2,4,6,7

26 Write simple stories with a central idea or event; a beginning, middle, and end; and details

(ELA-2-E1)

E All

27 Use specific action and descriptive words when writing a story, description, or narration (e.g.,

stomped instead of walked and magnificent instead of big) for a specific purpose and/or audience

(ELA-2-E2)

C 4,5,6

28 Participate in group writing activities and processes, including: E

a. using prewriting strategies, including listing, brainstorming, and drawing to

generate ideas for writing All

b. planning for writing by completing a partially completed graphic organizer 6

c. writing a first draft of a story, letter, or description using complete sentences 2,3,4,5,6,7

d. conferencing with a teacher or peers about how to improve writing and 3,6


incorporate ideas into final paper

e. revising/editing own writing in first draft 6

f. creating individual and class-written texts for publication (ELA-2-E3) 5,6,7

29 Independently write a variety of grade-appropriate compositions, including: E

a. simple letters, notes, and stories 2,3,4,5,6,7

b. simple informational descriptions 4,6

c. simple rhymes and poems (ELA-2-E4) 5

30 Use literary devices including dialogue and sensory details in shared writing activities (ELA-2-E5) I 3,5

31 Write for various purposes, including: I

a. responses that include simple judgments about stories and texts 6

b. responses that follow simple formats, including envelopes, lists, and journals

(ELA-2-E6) All

32 Write a legible sentence demonstrating proper figure grounding on a line and appropriate

spacing between words (ELA-3-E1)

E 2,3,4,5,6,7

33 Use standard English punctuation, including: I

a. correctly writing common contractions such as isn't, we’ll and I'd 3

b. periods, exclamation points, and question marks at the end of sentences 2,3,6

c. commas to separate words in a series (ELA-3-E2) 3

34 Capitalize the first word of a sentence, names of people, the pronoun I, and the names of

months and days (ELA-3-E2)

E 3

35 Use the singular and plural forms of high-frequency and commonly used words (ELA-3-E3) I 3,6,7

36 Identify and use a subject and a verb when writing a complete sentence (ELA-3-E3) I 4,5,6

37 Distinguish between a complete and an incomplete sentence (ELA-3-E3) I 2,6

38 Identify different types of sentences including telling, asking, and exclaiming (ELA-3-E3) I 2,6

39 Identify and use knowledge of parts of speech, including: I

a. basic singular and plural nouns, pronouns, verbs 3

b. common conjunctions such as and, but, and because 7

c. simple transitional words including first, second, and finally (ELA-3-E4) 4

40 Spell grade-appropriate words, including: E

a. one-syllable words and selected grade-appropriate two-syllable words with

regular spellings for long- and short-vowel sounds 6

b. high-frequency, grade-level words including words with irregular spellings,

such as was, were, says, said, who, what, and why (ELA-3-E5) 6

41 Create phonetically spelled written work that can be read by the writer and others(ELA-3-E5) E 4,5,6,7

42 Spell unfamiliar words using various phonics strategies, including: E

a. segmenting 7

b. sounding out 7

c. matching familiar words and word parts 3,

d. using word walls and word banks (ELA-3-E5) 7

43 Use a beginner's dictionary to verify correct spelling (ELA-3-E5) C 6


44 Alphabetize to the first letter (ELA-3-E5) E 4,6

45 Speak clearly at a speed and volume appropriate for purpose and setting (ELA-4-E1) I 3,5,6,7

46 Follow classroom procedures (e.g., organizing materials) according to teacher directions

(ELA-4-E2)

E 3

47 Give or explain directions for simple processes (e.g., explaining an assignment) to classmates

(ELA-4-E2)

I 3

48 Ask questions to clarify directions and/or classroom routines. (ELA-4-E2) E 1,3,7

49 Retell stories with the following included: E

a. sequential order using vocabulary from the story 1,3,7

b. descriptive words to answer questions about characters, settings, and events of

a story (ELA-4-E3) 1,3,7

50 Recite parts of familiar literature to the class (ELA-4-E4) C 3,5

51 Give oral presentations about familiar experiences or topics using eye contact and adequate volume

(ELA-4-E4)

C 6,7

52 Give oral presentations that have a recognizable organization (e.g., sequence, summary) (ELA-4-E4) C 6,7

53 Use active listening strategies (e.g., making eye contact, asking questions, restating acquired

information and procedures) to acquire information and understand procedures (ELA-4-E5)

E 5,7

54 Listen and orally respond to information presented in a variety of media, such as audio and video

recordings (ELA-4-E6)

I 7

55 Maintain the topic of conversation with a classmate (ELA-4-E7) E 7

56 Engage in discussions about classroom procedures and rules (ELA-4-E7) C 1

57 Locate information using the organization features of various media, including: I

a. the keyboard to enter information on a computer 2,4,6

b. a picture dictionary (ELA-5-E1) 4,6

58 Use various sources, including print materials and observations, to gather information to explain a

topic (ELA-5-E2)

I 2,4,6

59 Record data through pictures or words (ELA-5-E3) I 4,6

60 Use graphic organizers to categorize information and create informal outlines individually and during

class discussions (ELA-5-E3)

I 4,6,7

61 Use technology to publish class work such as research questions and answers (ELA-5-E4) C 4

62 Locate and read information on simple charts and graphs (ELA-5-E6) E 4


English Language Arts: Grade 1

August 15th

– September 30th

– Weeks 1 – 7

Comprehensive Curriculum Unit 1: A World of Books

Unit Description

This unit emphasizes strategies and skills used in reading and responding to a variety of texts, including concepts about print and how books work. A wide

variety of grade-level appropriate literature is used to introduce story elements. This unit includes read-alouds, shared reading and writing, and partner and

independent reading of appropriate-level text. Vocabulary, writing, and grammar instruction is ongoing throughout the school year and is relevant to the current

unit.

Student Understandings

Students will read and respond to a variety of literature. Journals, student-made books, and story webs will be completed to show evidence of the students’

understanding of the content. Students will practice the early reading strategies and skills necessary to become independent readers and writers. Making

real-life connections will help students better understand stories.

Guiding Questions

1. Can students use pictures, background knowledge, story details, and titles to predict outcomes?

2. Can students distinguish between reality and fantasy in stories read aloud by the teacher?

3. Can students connect events in a story to real-life experiences?

4. Can students demonstrate appropriate reading behaviors?

5. Can students read and respond orally and visually to a wide variety of children’s literature?

6. Can students identify story elements (characters, setting, plot)?

Sample Assessments

General Guidelines

Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records, as well as student-

generated products, may be included in the portfolio. All items should be dated and clearly labeled to show student growth over time.

General Assessments

Students will categorize literature as reality or fantasy. They will tell reasons for their answers.

Students will record responses to literature read. Some journal topics may include:

how a story relates to a student’s experience

writing an alternate ending to the story

cultural differences found in literature

Students will categorize literary works as fable, fairy tale, or poem. They will orally list two or three characteristics of each genre.

Blackline Masters of materials from Literacy by Design may be found online at www.olp.literacybydesign.com

First time users must register. The keycode is accelerate. If you registered previously and do not remember your password, the planner will offer prompts to

assist you in the retrieval of that password. You must look in the LESSONS tab then click onto RESOURCES to view all available material.

http://www.olp.literacybydesign.com/


Reading Workshop Writing Workshop Word Study

LCC ACTIVITIES: Unit 1 – A World of Books

1: Independent Reading (ONGOING) 03, 18

2: Vocabulary Development (ONGOING) 03, 16, 17, 22b, 22d

4: Procedures & Rules 48, 56

6: What Kind of Book? 19, 20, 21, 22b

7: Pair It 12a, 12b, 12c, 12d, 12e, 22a

10: Character Word Grid 12c, 22c

11: Beginning, Middle and End 14, 49a

12: Details, Details 22a, 49a

LCC ACTIVITIES: Unit 1 – A World of Books

3: Writing/Grammar (ONGOING) 26, 28a, 31b

Begin word wall

activities. Activities

should include the

addition of names of

students in your

classroom as well as

high frequency words.

You may refer to the

list of onsets and

rimes provided by

reading facilitator for

additional suggestions.

GLEs 1, 2, 3, 4, 5, 6, 7

short a

at, an

ag, ap

short o

op, ot

short i

ip, in

MODELED WRITING

List 31

Story 29 (LCC)

Journal 31 (LCC)

MINI-LESSONS

Writing Process Introduction 28

Traits Introduction

Ideas 28

Sequence 31

Word Spacing 32

Complete Sentences 37

Complete Sentence: Begins with Capital Letter 34

Complete Sentence: Ending Punctuation 33

Review “What is a Simple Sentence?” 36

THEME 1: Good Students

COMPREHENSION STRATEGIES/SKILLS

Make Connections 17, 22

text to text/self/world

compare/contrast

background knowledge

TARGET SKILLS

Poetry 21

Match spoken word to printed text

Distinguish Reality from Fantasy 25

THEME 2: Schools Long-Ago and Today


Ask Questions 22

meaning

author’s purpose

use visuals

TARGET SKILLS

Expository 15

Photo Essay 15

Nonfiction Text Feature: Content 10

THEME 3: What Makes Things Move?


Create Images 22

use visuals

create images

revise

TARGET SKILLS

Realistic Fiction 25

Identify Character 12

Distinguish Fantasy from Reality 25

CENTER IDEA


Reading Workshop Resources Writing Workshop Resources Word Study Resources

Use the first weeks to introduce work boards, literacy

stations and routines that must be established before you

begin to teach guided reading. Rehearse all stations and

procedures in a variety of ways before guided reading begins.

Begin guided reading on or before September 6th

.

MODELED WRITING

Story

LbD Writing Charts 8 & 9 , Writing Bridge Card 6

HME – pp. 42-55

MINI-LESSONS

Writing Process Introduction

LbD Writing Chart 1 & Writing Bridge Card 1

Writing Traits Introduction


Ideas


Sequence

LbD Writing Resource Guide – p. 33

LbD Writing Charts 2 & 3 , Writing Bridge Card 2

Word Spacing


Complete Sentences


HME pages 21-22

Complete Sentence: Begins with Capital Letter


HME – Reteaching Workbook – p. 61

Complete Sentence: Ending Punctuation


HME pages 217-218

Review ―What is a Simple Sentence?‖


HME – pp. 23-26, 39-40

www.primarilywriting.com

Houghton-Mifflin Spelling and

Vocabulary

short a

Unit 2

at, an

Unit 3

ag, ap

Unit 4

short o

Unit 5

op, ot

Unit 6

short i

Unit 7

Theme 1: Good Students

Whole Class Charts: 1, 2, 3, 4, 5, 6, 7, 8, 9

Comprehension Bridge Card: 1

Vocabulary Development:

Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

share, friend, invite, responsibility, cooperate, behavior

Connect to Literature: Chrysanthemum, My Grandma’s the

Mayor, Clifford’s Good Deeds

Theme 2: Schools Long-Ago and Today


Comprehension Bridge Cards: 1, 2

Vocabulary Development: Explain, Restate, Show, Discuss,

Reflect/Refine, Learning Game

rules, citizen, teach, learn, enter, order

Connect to Literature: The Story of Ruby Bridges,

A Fine, Fine School, The School Mouse

Theme 3: What Makes Things Move?





blowing, strength, investigate, motion, answer, wave

Connect to Literature: Hot Air; The Wind Blew;

The Little Sailboat

Leveled Readers End of 1st Quarter

ON: C, D

ABOVE: E and above

BELOW: B and below

See Word Wall Games on

ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login

http://www.primarilywriting.com/

http://bb.lpssonline.com/webapps/login



October 3rd

– October 28th

– Weeks 8 – 11

Comprehensive Curriculum Unit 2: Put on Your Thinking Cap

Unit Description

This unit focuses on critical thinking skills through the use of a wide variety of grade-appropriate texts during shared reading. Some examples of the critical

skills that will be addressed are cause-effect relationships, simple inferences, and comparing character traits. An additional focus for this unit includes the

different purposes for which authors write: to entertain, to inform, or to describe. Vocabulary, writing, and grammar instruction is ongoing throughout the

school year and is relevant to the current unit.


Students make predictions and inferences and compare character traits as they are exposed to engaging literature. Students respond to literature orally and in

writing, using journals and other forms of writing and/or drawing. Students will continue using strategies as they read grade appropriate texts. They will

discover and use words that have more than one meaning. Students will show understanding of stories by formulating questions beginning with who, what,

where, when, and why about a story.

Guiding Questions

1. Can students identify cause-effect relationships in stories?

2. Can students compare traits of characters?

3. Can students make predictions during reading?

4. Can students make simple inferences about characters and events in a story?

5. Can students identify the author’s purpose?

Sample Assessments

General Guidelines



General Assessments

Students will draw or write about cultural differences in literature.

The teacher may use a checklist to evaluate a student’s oral retelling of a story. Items to be checked would include the story elements (characters,

setting, problem, and solution).

The teacher will observe students as they use a table of contents. Observations will determine students’ ability to use a table of contents and need for

further instruction in this area.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 2 – Put on Your Thinking Cap



4: Focus Lessons 03, 18, 22a, 22c, 25a

6: Table of Contents 10

8: Words with Multiple Meanings 07

LCC ACTIVITIES: Unit 2 – Put on Your Thinking Cap

3: Writing/Grammar (ONGOING) 26, 28a, 28c, 29a,

31b, 32

13: Retelling using story chains 12c, 12d, 12e, 14

Continue Word Wall

Activities

GLEs 1, 2, 3, 4, 5, 6, 7

short u

un, ug

short e

et, ed

MODELED WRITING

List 31

Story 29 (LbD)

Personal Narrative 29 (LCC)

MINI-LESSONS

Prewriting/Ideas 28

Drafting 28

Sequence 31

Telling Sentences 38

Asking Sentences 38

Dialogue

Command/Express with End Punctuation 33

Review Sentence Types 38

THEME 4: How Does Heat Cause Change?

COMPREHENSION STRATEGIES/SKILLS Determine Importance 22

main idea and details

purpose for reading

classify

TARGET SKILLS

Observation Log 59

Demonstrate Directionality

Nonfiction Text Feature: Recipe

THEME 5: My Neighborhood


Synthesize 22

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Humorous Fiction

Recognize Rhythm and Rhyme 1

Identify Contractions 33

CENTER IDEA



Theme 4: How Does Heat Cause Change?





melt, liquid, observe, fill, sign, freeze

Connect to Literature: Hot, Hot, Hot, Think Cool Thoughts, Magic

School Bus In The Arctic

MODELED WRITING

Story

LbD Story Organizer Writing Resource Guide – p. 37

LbD Writing Charts 14 & 15, Writing Bridge Card 10

Personal Narrative

HME – pp. 86-109

MINI-LESSONS

Prewriting/Ideas

LbD Writing Chart 10, Writing Bridge Card 7

Drafting


Sequence

LbD Sequence Organizer Writing Resource Guide – p. 36

LbD Writing Charts 11&12 , Writing Bridge Card 8

Telling Sentences


HME – pp. 27-30

Asking Sentences


HME – pp. 31-34, 37-38

Dialogue

LbD Writing Resource Guide – pp. 53-54

Command/Express with End Punctuation


HME – pp. 219-220

Review Sentence Types


HME – pp. 35-36



Vocabulary

short u

Unit 8

short e

Unit 9

et, ed

Unit 10

Theme 5: My Neighborhood




Explain, Restate, Show, Discuss, Reflect & Refine, Learning Game

Vocabulary Words: playground, park, public, contact, locate, greet

Connect to Literature: Just Shopping With Mom, A Good Night

Walk, City Green

Leveled Readers End of 1st Quarter

ON: C, D

ABOVE: E and above

BELOW: B and below







October 31st – December 20

th – Weeks 12-17

Comprehensive Curriculum Unit 3: Let’s Read – Fairy Tales and Fables

Unit Description

This unit focuses on reading, responding to, and identifying the characteristics of fables and fairy tales. Skills will be addressed through fairy tales and fables.

Simple cause and effect, compound words, and identifying the author’s purpose for writing will be taught by using fables and fairy tales. Vocabulary, writing,

and grammar instruction is ongoing throughout the school year and is relevant to the current unit.


Students will read and respond to fables and fairy tales. They will respond orally or will use pictures and simple sentences. Students will continue practicing

beginning reading and writing strategies. They will develop writing and higher level thinking skills as they evaluate character choices and relate fables and fairy

tales to their own lives.

Guiding Questions

1. Can students identify basic differences among genres (e.g., fables and fairy tales)?

2. Can students read (e.g., in shared reading activities) and respond to fables and fairy tales?

3. Can students identify the author and illustrator of a book?

4. Can students sequence details, sentences, or pictures from a story?

5. Can students tell or write how a literary selection is related to real life?

6. Can students identify compound words in print?

Sample Assessments

General Guidelines


generated products may be included in the portfolio. All items should be dated and clearly labeled to show student growth over time.

General Assessments

Specific topics for journal entries may include:

Predictions for stories

Alternate endings to stories

Author’s purpose

Students will draw illustrations to represent the meaning of a story.

Use the Unit 3 Checklist BLM for an overall assessment of this unit.

Does the student follow classroom procedures according to teacher directions?

Is the student able to identify the author’s purpose in stories?

Is the student able to identify simple causes and effects in stories?

Is the student able to tell the difference between reality and fantasy and give reasons for his/her answers?

Is the student able to listen to and recognize compound words when read in and out of context?


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 3 – Let’s Read – Fairy Tales & Fables



4: Intro Fables & Fairy Tales 20, 21, 23

5: Time to Practice My Strategies 08, 22c, 22d, 23, 24, 25a, 25b, 33a, 33c

9: Compound Words 04, 49a, 49b

LCC ACTIVITIES: Unit 3 – Let’s Read – Fairy Tales & Fables

3: Writing/Grammar (ONGOING) 26, 28a, 28c, 29a, 31b, 32

8: Time to Write 28a, 28c, 28d, 29a, 33a, 33b, 34, 42c

Continue Word Wall

Activities

GLEs 1, 2, 3, 4, 5, 6, 7

ick, ack

th, sh

ill, ell

ake, ale

MODELED WRITING

Story 29 (LCC)

Poem 29 (LbD)

Alternate Ending to Fairy Tale (LCC)

MINI-LESSONS

Organization 28

Voice 28

Main Idea & Details 31

Use Repetition for Emphasis

Naming Words: Animals & Things (Common Nouns) 39

Naming Words: People & Places (Proper Nouns) 39

Naming Words: Days, Months, Holidays 39

Naming Words: Names & Titles 39

THEME 6: Community Workers


Infer 22

predict/draw conclusions

fact/opinion

cause/effect

TARGET SKILLS

Interview 24 Identify End Punctuation 33

Nonfiction Text Feature: Picture Index

THEME 7: Weather for Every Season


Monitor Understanding 22

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Fairy Tales

Understand Dialogue 13

Identify Plot 12

CENTER IDEA



Theme 6: Community Workers

Whole Class Charts: 46,47,48,49,50, 51,52,53,54




worker, services, assist, involve, deliver, support

Connect to Literature: What Do People Do All Day?, Big Frank’s Fire

Truck, Trashy Town

MODELED WRITING

Poem

LbD Poem Organizer Writing Resource Guide – p. 39

LbD Writing Charts 20&21, Writing Bridge Card 14

MINI-LESSONS

Organization


Voice


Main Idea & Details

LbD Main Idea Organizer Writing Resource Guide – p. 38

LbD Writing Charts 17 &18, Writing Bridge Card 12

Use Repetition for Emphasis


Naming Words: Animals & Things (Common Nouns)


HME pp. 61-66

Naming Words: People & Places (Proper Nouns)


HME pp. 69-72

Naming Words: Days, Months, Holidays


HME pp. 225-230 Naming Words: Names & Titles


HME pp. 221-224



Vocabulary

ick, ack

Units 12

th, sh

Unit 16

ill, ell

Unit 17

ake, ale

Unit 19

Theme 7: Weather for Every Season

Whole Class Charts: 55,56,57,58,59, 60,61,62,63




outdoors, rainfall, drop, year, aware, thermometer

Connect to Literature: The Rain Came Down, The Snowy Day, Cloudy

With a Chance of Meatballs

Leveled Readers End of 2nd

Quarter

ON: Levels E, F

ABOVE: Levels G+

BELOW: D and below







January 4th

– February 3rd

– Weeks 18-22

Comprehensive Curriculum Unit 4: Research Methods

Unit Description This unit focuses on locating factual information by using a variety of sources, such as nonfiction books, computers, newspapers, and magazines. These

activities may be used in conjunction with science or social studies units or on topics of choice. Information learned will be recorded on cards and in student-

created books.


With teacher assistance, students find information about chosen topics using various resources. They will compare factual works and fiction books during shared

reading experiences. Students will learn to research a topic as the teacher models researching. Groups of students or individuals will provide oral feedback to

assist the teacher in recording information in a list, chart, or web.

Guiding Questions

1. Can students gather information in a shared group activity to provide feedback to the teacher in completing a list, chart, or web?

2. With teacher assistance, can students graphically represent information (e.g., webs or charts) in an individual or group setting?

3. With teacher assistance, can students locate, record, and share information from a variety of sources?

4. With teacher assistance, can students locate and read information on simple charts and graphs?

Sample Assessments

General Guidelines



General Assessments

Students will share factual information orally or in writing.

Students will orally list characteristics of fiction works as compared to nonfiction works.

The teacher will observe students as they use a variety of sources to find information about a topic.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 4 – Research Methods



4: Let’s Share Info 57a, 57b, 58

5: Alphabetical Order 44

6: What We Have Read 22b, 25c, 36, 39c, 60

LCC ACTIVITIES: Unit 4 – Research Methods

3: Writing/Grammar (ONGOING) 26, 28a, 28c, 29a, 31b, 32

10: Story Writing Using Research 26, 27, 41

Continue Word Wall

Activities

GLEs 1, 2, 3, 4, 5, 6, 7

ail, ain

oke, ope

oad, old

ike, ide

ie, ight

eed, eam

MODELED WRITING

Personal Narrative 29 (LbD)

Expository/Story Writing Using Research 29 (LCC)

MINI-LESSONS

Revising 28

Editing 28


Problem & Solution 31

Word Choice 28

Strong Start

Review All Naming Words 39

Naming Words: One or More (Singular/Plural) 39

Action Words That Tell About Now (Present Tense) 39

Action Words that Tell About Past (Past Tense) 39

Review Action Words (Verbs) 39

THEME 8: Dressing for the Weather


Fix-Up Strategies 2, 3, 22

use pictures

read on

decode

word analysis

TARGET SKILLS

Expository 24, 25

Identify Upper - & Lowercase Letters

Nonfiction Text Feature Chart 62

THEME 9: Nature’s Resources


Make Connections 17, 22

text to text/self/world

compare/contrast

background knowledge

TARGET SKILLS

Realistic Fiction 25

Recognize Alliteration 13

Recognize Parts of a Book

THEME 10: From Mountains to Oceans


Ask Questions 22

meaning

author’s purpose

use visuals

TARGET SKILLS

Personal Narrative 24

Identify Abbreviations

Nonfiction Text Feature: Glossary

CENTER IDEA


Reading Workshop Resources Writing Workshop Resources Word Study Resources Theme 8: Dressing for the Weather





mistake, cloud, dress, normal, select, temperature

Connect to Literature: Stella Queen of The Snow, Ruby’s Rainy

Day, The Jacket I Wear in The Snow

MODELED WRITING

Personal Narrative

LbD Personal Narrative Organizer Writing Resource Guide

– p.42


Story Writing Using Research

HME – pp. 284-291

MINI-LESSONS

Revising


Editing


Main Idea & Details

LbD Main Idea Organizer Writing Resource Guide – p. 40


Problem & Solution

LbD Problem and Solution Organizer Writing Resource

Guide – p. 41


Word Choice


Strong Start

LbD Writing Resource Guide -- pp. 57-58

Review All Naming Words


HME – pp. 79-80

Naming Words: One or More (Singular/Plural)


HME – pp. 67-68

Action Words That Tell About Now (Present Tense)


HME – pp. 119-124

Action Words that Tell About Past (Past Tense)


HME – pp. 125-126

Review Action Words (Verbs)

LbD Writing Resource Guide – p.19

HME pp. 135-136 www.primarilywriting.com


Vocabulary

ail, ain

Unit 27

oke, ope Unit 22

oad, old

Unit 32

ike, ide

ie, ight Unit 21

eed, eam

Unit 28

Theme 9: Nature’s Resources





harvested, scent, peaceful, find, splash, depend

Connect to Literature: The Giving Tree, Great Big Air Book,

The Lorax

Theme 10: From Mountains to Oceans





slope, mountain, cover, scenery, desert, ocean

Connect to Literature: The Mountain that loved a Bird,

Hello Ocean, Way Out in the Desert

Leveled Readers End of 2nd

Quarter

ON: Level G, H

ABOVE: Levels I+

BELOW: Levels F and below







February 6th

– March 8th

– Weeks 23 – 26

Comprehensive Curriculum Unit 6: Discovering Is Exciting—Reading/Writing Nonfiction

Unit Description

This unit focus is reading and writing informational texts to learn about various topics. High-interest multimedia materials will provide opportunities to show

how information is organized. The activities in this unit should be used throughout the year in conjunction with science and social studies units. Vocabulary,

writing, and grammar instruction is ongoing throughout the school year and is relevant to the current unit.


Students use high-interest, engaging nonfiction texts to learn information in science or social studies units. Students will identify the differences in nonfiction

and fiction. They will use shared writing activities to report information learned. With teacher assistance, students will investigate a topic and prepare a

presentation for other students.

Guiding Questions 1. Can students identify informational text?

2. Can students explain the reasons for reading informational text?

3. Can students distinguish between fact and fiction?

4. Can students retell important facts from informational text?

5. Can students tell what they are curious to read about or to convey?

Sample Assessments

General Guidelines



General Assessments

The teacher will observe students’ rehearsal for presentation.

The student will write facts about a topic after participating in guided inquiry.

The student will write questions (who, what, when, where, and why) about a factual text.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 6 -- Discovering



7: Using a Picture Dictionary 43, 44, 57b

8: Graphic Organizers and Nonfiction Texts 09, 22a, 25a, 60

9: What Am I Curious to Learn More About? 24, 25c, 29a

LCC ACTIVITIES: Unit 6 -- Discovering

3: Writing/Grammar (ONGOING) 26, 28a, 28c, 29a, 31b, 32, 41

6: Working with Sentences 33b, 36, 37, 38

13: Independent Workshop 31a, 31b, 32

Continue Word Wall

Activities

GLEs 1, 2, 3, 4, 5, 6, 7

long u

l blends

compound words

r-controlled vowels

MODELED WRITING

Letter 29 (LbD)

Procedural Text (LbD)

Note taking 29 (LCC)

MINI-LESSONS

Sentence Fluency 28

Publishing 28

Adapt to Purpose and Audience

Subject-Verb Agreement Review

Subject Pronouns 39

Object Pronouns 39

Envelope 31

THEME 11: Animals Grow and Change


Create Images 22

use visuals

create images

revise

TARGET SKILLS

Letter 29 Identify Setting 12

Identify Story Structure 12

THEME 12: Look at My Garden Grow


Determine Importance 22

main idea and details

purpose for reading

classify

TARGET SKILLS

Procedural 24 Locate Author & Illustrator 8

Nonfiction Text Feature: Index

CENTER IDEA


Reading Workshop Resources Writing Workshop Resources Word Study Resources Theme 11: Animals Grow and Change





hatch, appearance, occur, mammal, reptile, young

Connect to Literature: Waiting for Wings, Stellaluna,

Only Tadpoles Have Tails

MODELED WRITING

Letter

LbD Letter Organizer Writing Resource Guide – p. 43


HME – pp. 108-111

Procedural Text

LbD Procedural Text Organizer Writing Resource Guide –

p. 44


MINI-LESSONS

Sentence Fluency


Publishing


Adapt to Purpose and Audience


Subject-Verb Agreement Review


HME Workbook plus – pp. 55-58

Subject Pronouns


HME -- pp. 75, 81

Object Pronouns

LbD Writing Resource Guide -- pp. 23-24


Envelope

HME -- p. 113



Vocabulary

long u

Unit 25

l blends

Unit 14

compound words

Unit 35

r-controlled vowels

Unit 24

Theme 12: Look at My Garden Grow





finished, seedling, roots, growth, cycle, patient

Connect to Literature: Mrs. Spitzer’s Garden, Red Are the

Apples, Harvest Home

Leveled Readers End of 3rd

Quarter

ON: Level G, H

ABOVE: Levels I, I+

BELOW: Levels F and below







March 12th

– April 13th

– Weeks 27 – 30

Comprehensive Curriculum Unit 7: How to Learn About People—Autobiographies/Biographies

Unit Description

This unit focuses on reading and writing biography and autobiography. Comparisons and contrasts of biographies of interesting people written long ago, as well

as more recent works, will be explored.


In this unit students will discover how authors learn about a person and use this information to make the biography interesting. Students will listen to, read, and

respond to biographies and autobiographies. Students will write and present their own autobiography.

Guiding Questions 1. Can students define and differentiate between biography and autobiography?

2. Can students explain what makes a biography or an autobiography interesting to a reader?

3. Can students write their own autobiography?

4. Can students edit their writing using grade appropriate conventions?

5. Can students give an oral presentation that has a recognizable organization?

Sample Assessments

General Guidelines


generated products, may be included in the portfolio. All items should be dated and clearly labeled to show effectively student growth over time.

General Assessments

Students will retell important facts about a biography that has been read to them. The teacher will assess for beginning, middle, and end and important

details. A written story may also be assessed.

Students may record in a journal some of the famous people about whom they have read. They may include the contributions made to others and

important facts about their lives.

Students make a list of facts they learn about a famous person. Students make illustrations to accompany the facts.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 7 – How to Learn About People



6: Different Sources Are Interesting 25c, 54, 60

8: Summary Statements 15, 19, 22a

12: Presenting the Autobiography 48, 51, 52, 53, 55

LCC ACTIVITIES: Unit 7 – How to Learn About People


9: Autobiography 17, 26, 42a, 42b, 42d

10: More Talk Time with Teacher 26, 28f, 29a, 35

Continue Word Wall

Activities

GLEs 1, 2, 3, 4, 5, 6, 7

-y

gr, tr

br, pr

st, sk

MODELED WRITING

Report 29 (LbD)/(LCC)

Biography/Autobiography (LCC)

MINI-LESSONS

Prewriting 28

Conventions 28

Problem/Solution 31 (LbD)

Describing Words (Adjectives) 27

Describing Words (Adjectives): Feelings 27

Describing Words (Adjectives): Senses 27

Describing Words (Adjectives): How Many 27

er, est 2

THEME 13: Rights and Responsibilities


Synthesize 22

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Play Understand Role of Author & Illustrator 8

Understand Typographical Cues

THEME 14: Good Citizens


Infer 22

predict/draw conclusions

fact/opinion

cause/effect

TARGET SKILLS

Biography Identify Contractions 33

Nonfiction Text Features: Captions

CENTER IDEA


Reading Workshop Resources Writing Workshop Resources Word Study Resources Theme 13: Rights and Responsibilities




Explain, Restate, Show, Discuss, Reflect/Refine, Apply Learning

Game

equal, talent, believe, individual, agreement, rights

Connect to Literature: Verdi, Richard Wright and the Library

Card, When Tiny Was Tiny

MODELED WRITING

Report

LbD Report Organizer Writing Resource Guide – p. 46

LbD Writing Chart 41&42, Writing Bridge Card 28

MINI-LESSONS

Prewriting


Conventions


Problem/Solution

LbD Problem Solution Organizer Writing Resource Guide –

p. 45


Describing Words (Adjectives)


HME – pp. 173-174

Describing Words (Adjectives): Feelings


Describing Words (Adjectives): Senses


HME – pp. 175-178

Describing Words (Adjectives): How Many



HME – pp. 179-180



Vocabulary

-y

Unit 29

gr, tr

Unit 13

br, pr

Unit 18

st, sk

Unit 15

Theme 14: Good Citizens





knowledge, citizenship, caring, loyalty, fairness, promise

Connect to Literature: Susan B. Anthony, My Dream of Martin

Luther King, George Washington’s Teeth

Leveled Readers End of 4th

Quarter

ON: Levels H, I

ABOVE: Levels J, J+

BELOW: Levels G and below







April 16th

– May 24th

– Weeks 31 – 36

Comprehensive Curriculum Unit 5: Poetry: Fun with Words

Unit Description

This unit provides students with various forms of poetry to listen to, read, and interpret. The unit will focus on reading and interpreting meaning in poetry

selections and exploring a variety of poetic forms through writing activities. Poetry should be used throughout the year. Vocabulary, writing, and grammar

instruction is ongoing throughout the school year and is relevant to the current unit.


Students will chant poems and rhymes to experience the rich language of poetry. Students will learn parts of speech, science concepts, and writing skills through

poetry.

Guiding Questions

1. Can students identify poetry as a genre (as opposed to stories, nonfiction, etc.)?

2. Can students explain why we read or listen to poetry?

3. Can students show where the poet uses vivid verbs and adjectives in a poem?

4. Can the student describe the images he or she has in his or her mind?

5. Can the student explain how a poet helps understand a topic, what is being compared in a poem, or why the poet chose to think about the subject in a

new or different way?

6. Can the student describe his or her moods or feelings as related to poetry?

7. Can the student write a poem?

Sample Assessments

General Guidelines

Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as student-

generated products may be included in the portfolio. All items should be dated and clearly labeled to show effectively student growth over time.

General Assessments

Students will explain how a poem makes them feel. A piece of artwork may also be used to show understanding of a poem.

Students will recite short poems orally.

Students will respond to poetry in shared writing activities. Specific journal entries may include:

how a poem relates to real life

cultural differences found in poems

student’s prediction about the content of a poem


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 5 – Poetry



5: Mother Goose Nursery Rhymes 02b, 02c, 02e

6: Introduction To Poetry 05, 06, 17, 19, 21, 50

10: Science through Poetry 06, 15

LCC ACTIVITIES: Unit 5 -- Poetry


12: Publish and Present 27, 28a, 28f, 29c, 30, 45, 53

Continue Word Wall

Activities

GLEs 1, 2, 3, 4, 5, 6, 7

sw, sm

nd, nt, st

ch, wh

Final blends

MODELED WRITING

Story 29 (LbD)

Poem 29 (LCC)

Descriptive (LCC)

MINI-LESSONS

Presentation 28

Editing 28


Review Adjectives

Review Simple Sentences 37

Join Simple Sentences with “and” (Compound) 39

Review Simple & Compound Sentences 39

THEME 15: Home Sweet Habitat


Monitor Understanding 22

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Story 12

Identify Repetition of Language 1

Recognize Onomatopoeia 13

THEME 16: All Kinds of Animals


Fix-Up Strategies 2, 3, 22

use pictures

read on

decode

word analysis

TARGET SKILLS

Question & Answer

Identify Understand Sentences & Paragraphs 9

Nonfiction Text Feature: Labels

CENTER IDEA


Reading Workshop Resources Writing Workshop Resources Word Study Resources Theme 15: Home Sweet Habitat





ground, tunnel, creatures, habitat, structure, design

Connect to Literature: The Armadillo From Amarillo, Marsupial

Sue, Make Way For Ducklings

MODELED WRITING

Story

LbD Story Organizer Writing Resource Guide – p. 47


Poem (LCC)

HME – pp. 208-213

Descriptive (LCC)

HME – pp. 191-207

MINI-LESSONS

Presentation


Editing


Main Idea & Details


Review Adjectives


HME – pp. 183-184

Review Simple Sentences



Join Simple Sentences with “and” (Compound)



Review Simple & Compound Sentences

LbD Writing Resource Guide p. 32



Vocabulary

sw, sm, nd, nt, st

Unit 11

ch, wh Unit 19

Final blends

Unit 12

Theme 16: All Kinds of Animals





wandered, balance, different, feature, wildlife, safety

Connect to Literature: Diary of a Spider,

What Do You Do With a Tail Like This?, From Head to Toe

Leveled Readers End of 4th

Quarter

ON: Levels H, I

ABOVE: Levels J, J+

BELOW: Levels G and below





English Language Arts First Grade Curriculum Map …5 Curriculum Map – 2011 – 2012 – Grade 1 #...

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Transcript of English Language Arts First Grade Curriculum Map …5 Curriculum Map – 2011 – 2012 – Grade 1 #...